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Psych CH 1, 4 &5
Human Growth and Development study guide questions for Chapters 1, 4 &5
| Term | Definition | Example/Application |
|---|---|---|
| Growth | The physical changes that occur from conception to maturity | Prenatal growth |
| Age Grade | Socially defined age group or strata, each with different statuses and roles | Segregating children into grades in school based on age |
| Age Norm | Expectations about what people should be doing or how they should behave at different points in the lifespan | Teen years should be emotional and they should be in school |
| Social Clock | A personal sense of when things should be done in life and when the individual is ahead of or behind the schedule dictated by age norms | In 20s a person may get a sense that is necessary to get married because it is normal at that age |
| Maturation | Developmental changes that are biologically programmed by genes rather than cause primarily by learning, injury, illness or other life experiences | Humans "unfold" in the womb |
| Environment | Events or conditions outside the person that are presumed to influence and be influenced by others | Pollution |
| Genetics | A functional unit of heredity made up of DNA and transmitted from generation to generation | Why a child had blue eyes and blonde hair just like their parent |
| Adolescence | A transitional period between childhood and adulthood that beings with puberty and ends when an individual has acquired adult competencies and responsibilities | From about 12 to 20 years old |
| Emerging Adulthood | Period from about 18 to 25 when young people are neither adolescents nor adults and are exploring their identities, careers and relationships | College students |
| Baby Biographies | Recorded observations of the growth and development of children by their parents over a period; 1st scientific investigation on development | Charles Darwin's records of his son's development |
| Case Study | In depth examination of an individual carried out by compiling and analyzing info from a variety of sources such as observing, testing and interviewing | Particularly helpful in studying rare diseases when it might be hard to assemble a large sample |
| Gerontology | Study of aging and old age | Specifically studying middle to late adulthood |
| Plasticity | A openness of brain cells to positive and negative environmental influences, a capacity to change in response to experience | Dad regaining ability to move right hand after his stroke |
| Scientific Method | Attitude or value about the pursuit of knowledge that dictates that investigations must be objective and allow their data to decide the merits of their theorizing | Believing that data (findings of research)instead their gut/thoughts |
| Theory | A set of concepts and propositions designed to organize, describe and explain a set of observations | What are the reading levels of Pre-K and why are they so different? |
| Hypothesis | A theoretical prediction about what will hold true if we observe a phenomenon | If children are read to at infancy then they will be better readers in school |
| Sample | A group of individual's studied | Best approach of study uses random sample |
| Population | Well-defined group that a researcher who studies a sample of individuals is interested in drawing conclusions about | Premature infants. American high school students |
| Cohort | A group of people born at the same time; a particular generation of people | Baby boomers, generation X |
| Cohort Effects | In cross-sectional research, the effects on findings that the different age groups being compared were born at different times and had different formative experiences | Baby boombers vs. Generation X |
| Age Effects | The effects of getting older of developing | Deterioration of memory |
| Longitudinal | Research design in which one group of subjects is studied repeatedly over months or years | Babies being studied over the first 2 years of life |
| Cross-Sectional | Research design in which different age groups are studied at the same point and compared | Study effects on 6 year olds vs. 12 year olds after 9/11 |
| Socioeconomic Status (SES) | The position people hold in society based on income, education, occupation status, and prestige of neighborhoods | Low SES is usually someone with low income, poor education, bottom level job, and lives in the inner city |
| Physical Development | The growth of the body and systems | Body changes within the 1st year. For example at 4 months old babies are 2x their birth weight |
| Cognitive Development | Changes in learning, language and problem solving | Babies learn what things are by putting them in their mouths |
| Social Development | Changes of personality, emotion, motives, roles and relationships | At puberty, an adolescent is more interested in sex and may even have a boy/girlfriend |
| Embryo | The second stage after the zygote when the major organs take shape. It is an essential part of prenatal development | From weeks 3 to 8 after conception |
| Zygote | A single cell formed at conception from the union of a sperm and an ovum | The first phase of prenatal development |
| Fetus | When bone and tissue emerges, this becomes the third stage of the formation of the infant in the womb | This phase lasts from about week 9 to 38. A time when organs and extremities develop and grow |
| Neonate | Pertaining to events or developments in the first month after birth | Fine and gross motor skills develop, such as holding up head and infant reflexes |
| Age of Viability | A point (About 24 weeks) when a fetus may survive outside the uterus if the brain and respiratory system are well enough developed and if excellent medical care is available | Medical techniques allow fragile babies to survive younger and younger. Known as "Preme Babies" |
| Gross Motor Skills | Skills that involve large muscles and whole body or limb movements | Kicking legs or drawing circles with arms |
| Fine Motor Skills | Skills that involve precise movements of the hands and fingers or feet and toes | Making a fist or pointing the toes |
| Puberty | The point at which a person reaches sexual maturity and is physically capable of conceiving a child | Some can experience early or late puberty. Early puberty in boys and girls can gain popularity, which late in boys can be negative or positive for girls |
| Menopause | The ending of a woman's menstrual cycle periods and reproductive capacity around the age 51 | 2/3s of women experience hot flashes as a symptom of this |
| Andropause | The slower and less dramatic male version of menopause, characterized by decreasing levels of testosterone | Can include symptoms like low libido, fatigue, lack of energy, erection problems, memory problems, and loss of pubic hair |
| Osteoporosis | A disease affecting older adults in which bone tissue is lost, leaving bones fragile and easily fractured | Can involve death if an individual falls and fractures a hip |
| Secular Trend | A trend in industrialized society toward earlier maturation and greater body size | In 1840, menarche used to be at 16 years, which is 4 years later than today |
| Reflex | An unlearned and automatic response to a stimulus | Rooting, sucking, breathing, grasping, stepping, swimming, etc |
| Catch-up Growth | A phenomenon in which children who have experienced growth deficits will grow rapidly and catch-up to the growth trajectory they are genetically programmed to follow | Gluten-free diets for children with Celiac disease can trigger this |
| Proximodistal Principle | The principle that that growth proceeds from the center of the body to the extremities | Building core muscles to be able to crawl and ultimately walk |
| Menarche | A female's first menstrual period | Marks the beginning of puberty in girls |
| Semenarche | A male's first ejaculation | Marks the beginning of puberty in boys |
| Sarcopenia | The gradual loss of muscle mass that can affect people in their 30s and beyond | Lack of exercise can increase the effects of this phenomenon |
| Developmental Psychology | The study of progressive changes and constancies in behaviors, thought processes and abilities | The three goals of this are to describe, explain and optimize |
| Development | Constancy and changes that occur throughout the lifespan | Domains of development: Physical, cognitive and psychosocial. All caused by environment and genetics (Nurture and Nature) |
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